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Educational technology isn't just about using shiny new tools—it's about understanding how different technologies support specific pedagogical goals. When you're developing curriculum, you need to match the right tool to the right learning objective. The exam will test your ability to identify which technologies support differentiated instruction, formative assessment, student-centered learning, and Universal Design for Learning (UDL) principles.
Think of ed tech tools as falling into functional categories: some tools deliver content, others assess understanding, and still others facilitate collaboration or creation. You're being tested on your ability to select appropriate technologies based on learner needs, instructional context, and desired outcomes—not just your ability to name platforms. Don't just memorize what each tool does; know what curriculum design problem each one solves.
These technologies focus on how information reaches learners. The underlying principle is multimodal instruction—presenting content through varied formats (visual, auditory, interactive) to accommodate different learning preferences and increase engagement.
Compare: Interactive Whiteboards vs. VR/AR—both enhance engagement through visual and interactive elements, but whiteboards support teacher-led instruction while VR/AR enables student-driven exploration. If asked about student agency, VR/AR is your stronger example.
These tools address the curriculum design need for continuous monitoring of student understanding. The key principle is formative assessment—gathering real-time data to adjust instruction and provide timely feedback that improves learning.
Compare: Online Assessment Tools vs. Classroom Response Systems—both provide feedback, but online tools support summative and asynchronous assessment while response systems excel at formative, synchronous checks for understanding. Choose based on whether you need end-of-unit data or in-the-moment adjustments.
The driving principle here is differentiated instruction—recognizing that students learn at different paces and in different ways. These tools use data-driven algorithms to customize learning pathways automatically.
Compare: Adaptive Learning Technologies vs. Assistive Technologies—both personalize learning, but adaptive tech adjusts content difficulty for all learners while assistive tech removes access barriers for students with disabilities. An FRQ on inclusive curriculum design should reference both.
These technologies support social constructivism—the idea that learning happens through interaction with others. They enable synchronous and asynchronous collaboration, building communication skills alongside content knowledge.
Compare: Video Conferencing vs. Collaborative Documents—both enable remote collaboration, but video platforms support synchronous, verbal interaction while document platforms excel at asynchronous, written collaboration. Match to your learning objective: discussion vs. co-creation.
These technologies shift students from consumers to producers of knowledge. The underlying principle is constructionism—learning deepens when students create artifacts that demonstrate understanding.
Compare: Digital Portfolios vs. Digital Storytelling Tools—both showcase student work, but portfolios emphasize reflection and growth over time while storytelling tools focus on creative expression of specific ideas. Portfolios are better for longitudinal assessment; storytelling for project-based learning.
These technologies leverage game mechanics and interactive elements to increase student motivation. The principle is behavioral engagement—when learning feels rewarding, students persist longer and try harder.
Compare: Gamification Tools vs. Educational Apps—both increase engagement, but gamification adds motivational mechanics to existing content while apps provide structured skill practice. Gamification works best layered onto curriculum; apps work as standalone practice tools.
| Curriculum Design Need | Best Tool Examples |
|---|---|
| Differentiated Instruction | Adaptive Learning Technologies, Educational Apps, Assistive Technologies |
| Formative Assessment | Classroom Response Systems, Online Assessment Tools |
| Student-Centered Learning | Digital Portfolios, Digital Storytelling Tools, Content Creation Tools |
| Remote/Blended Learning | LMS, Video Conferencing, Collaborative Documents |
| Engagement/Motivation | Gamification Tools, VR/AR, Interactive Whiteboards |
| Accessibility/UDL | Assistive Technologies, LMS, Adaptive Learning |
| Collaboration Skills | Collaborative Documents, Video Conferencing |
| Research and Inquiry | Online Research Databases, Digital Portfolios |
Which two tools would best support a curriculum designed around Universal Design for Learning principles, and what specific features make them effective?
A teacher wants to implement formative assessment during a synchronous lesson. Compare Classroom Response Systems and Online Assessment Tools—which is more appropriate and why?
How do Adaptive Learning Technologies and Assistive Technologies both support personalization, and what distinguishes their primary purposes?
You're designing a project-based unit where students must demonstrate learning through creation. Which three tools would you recommend, and what curriculum goal does each address?
Compare Learning Management Systems and Video Conferencing Platforms as solutions for remote learning. What does each do well, and what gap does each leave that the other fills?